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Community Language Learning. 4a0c0001 姜力 4a0c0004 賴翠珊 4a0c0005 陳姿穎 4a0c0011 秦菁徽 4a0c0019 陳琬錡. Introduction. The method advises teachers to consider their students as ‘whole-persons’.
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Community Language Learning 4a0c0001 姜力 4a0c0004 賴翠珊 4a0c0005 陳姿穎 4a0c0011 秦菁徽 4a0c0019 陳琬錡
Introduction • The method advises teachers to consider their students as ‘whole-persons’. • Whole-person learning means that teachers consider not only their students’ intellect, but they also have some understanding of the relationship among students’ feelings, physical reactions, and desire to learn. • A way to deal with the fears of students is for teachers to become language counselors that means someone who is struggle students face as they attempt to internalize another language.
1. What are the goals of teachers who use the Community Language Learning Method? • Teachers who use CLL want their students to learn how to use the target language communicatively. In addition, they want their students to learn about their own learning, to take increasing responsibility for it, and from one another. All of these objectives can be accomplished in a non-defensive manner if the teacher and learner(s) treat each other as whole persons, valuing both thoughts and feelings.
2. What is the role of the teacher? What is the role of the students? • At first, students are very dependent upon the teachers, but as they continue to study, they become increasingly independent. The teachers initial role is primarily that of a counselor. It means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he or she skillfully understands and supports his or her students in their struggle to master the target language.
3. What are some characteristics of the teaching/learning process? • The first of these is security. • Next is aggression, means that students should be given an opportunity to assert themselves, be actively involved, and invest themselves in the learning experiences. • The third element is attention. The skills necessary in learning a second or foreign language is to be able to attend to many factors simultaneously.
The forth element is reflection. • Retention is the fifth element, the integration of the new material that takes place within the whole self. • The last element is discrimination, sorting out the differences among target language forms.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction? • The nature of student-teacher interaction in CLL changes within the lesson and over time. • As Rardin(1988) has observed, the community Language Learning Method is neither student-centered, nor teacher-centered, but rather teacher-student centered. • Building a relationship with and among students is very important. Students can learn from their interaction with each other as well as their interaction with the teacher. A spirit of cooperation, not competition, can prevail.
5. How are the feelings of the students dealt with? • Responding to the students’ feelings is considered very important in CLL. One regular activity is inviting students to comment carefully. By showing students he understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
6. How is the language viewed? How is culture viewed? • Language is for communication. Curran writes that ‘learning is persons,’ meaning that both teacher and students work at building trust in one another and the learning process.
The focus is on ‘sharing and belonging between persons through the language tasks’ • Language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
7. What areas of language are emphasized? What language skills are emphasized? • Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated. The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.
8. What is the role of the students’ native languages? • The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar. This makes their meaning clear and allows students to combine the target language words in different ways to create new sentences.
9. How is evaluation accomplished? • The school requires that the students take a test at the end of a course, then the teacher would see to it that the students are adequately prepared for taking. • Students would be asked to write a paragraph or be given an oral interview, rather than being asked to answer a question .
10. How does the teacher respond to student errors? • One way of doing this is for the teacher to recast the student’s error. • Techniques depend on where the students are in the five-stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher and students.
